Curricula have been hotly contested throughout the history of American higher education and are no less debated today. Many situations can prompt a group of faculty to take a fresh look at their curricula. Accrediting bodies can adjust their criteria, student demographics can change, broader social or professional contexts can prompt reexamination, and educational trends such as integrated learning, K-12 partnerships, service learning, or problem-based learning can lead to revisions in the way a curriculum is conceptualized and organized, as well as in the way it is taught.